Developed by D. Don Welch during his 28 years of teaching ethics and public policy, the rationale behind "A Guide to Ethics and Public Policy "is to present a comprehensive guide for making policy judgments. Rather than present specific cases that raise moral issues or discuss the role a few concepts play in the moral analysis of policy, this book instead provides a broad framework for the moral evaluation of public policies and policy proposals. This framework is organized around guiding five principles: benefit, effectiveness, fairness, fidelity, and legitimacy. These principles identify the factors that should be taken into account and the issues that should be addressed as citizens address the question of what the United States government should be able to do. Organized by concept, with illustrations and examples frequently interspersed, the book covers both theory and specific issues.

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A Guide to Ethics and Public Policy" outlines a comprehensive ethical framework, provides content to the meaning of the five principles that comprise that framework through the use of illustrations and examples, and offers guidance about how to navigate one s way through the conflicts and dilemmas that inevitably result from a serious effort to analyze policies."

Developed by D. Don Welch during his 28 years of teaching ethics and public policy, the rationale behind A Guide to Ethics and Public Policy is to present a comprehensive guide for making policy judgments. Rather than present specific cases that raise moral issues or discuss the role a few concepts play in the moral analysis of policy, this book instead provides a broad framework for the moral evaluation of public policies and policy proposals. This framework is organized around guiding five principles: benefit, effectiveness, fairness, fidelity, and legitimacy. These principles identify the factors that should be taken into account and the issues that should be addressed as citizens address the question of what the United States government should be able to do. Organized by concept, with illustrations and examples frequently interspersed, the book covers both theory and specific issues. A Guide to Ethics and Public Policy outlines a comprehensive ethical framework, provides content to the meaning of the five principles that comprise that framework through the use of illustrations and examples, and offers guidance about how to navigate one's way through the conflicts and dilemmas that inevitably result from a serious effort to analyze policies.

"Written clearly and cogently ... an engaging guide to the meaning of personal 'integrity' in the midst of an organization's struggle to preserve its integrity too". -- Donald W. Shriver Jr.

The Law Department was one of two departments that opened for classes in the fall of 1874 in the newly-founded Vanderbilt University. The operation of the institution in the nineteenth century was governed by a quasi-proprietary model, which was abandoned in 1900, when the University made the school a more integral part of the academic enterprise.

The first half of the twentieth century was a struggle for survival. The School faced a number of obstacles, including the educational and cultural headwinds that all Southern educational institutions faced, limited resources, and a University hesitant to embrace national trends in legal education.

These realities resulted in the School's expulsion from the Association of American Law Schools in 1926. A renaissance of sorts began under Dean Earl C. Arnold a few years later, but was ultimately snuffed out by the Great Depression and then the onset of World War II. The Law School's doors were closed in 1944. Vanderbilt Law School reopened in 1946, and John W. Wade's twenty-year deanship, beginning in 1952, set the School on a new path.

While the institution's continued existence was no longer in doubt, the School encountered new tensions and conflicts. Vanderbilt became the first integrated Southern private law school in 1956, as part of a broader movement to diversify its faculty and student body. The movement from regional to national aspirations created new fault-lines among the School's constituencies, as did the debate among the faculty over the relative priorities of teaching and research. Throughout the century, developments in the academic program reflected and contributed to the new, modern understandings of legal education. This history is based on interviews and extensive archival research in personal papers, reports, Board of Trust and faculty meeting minutes.